152. Introduction to Biology: Term A. Chem. 130 or the equivalent, or Chem. 210 placement. No credit granted to those who have completed or are enrolled in Biol. 195. Credit is granted for a combined total of 10 credits elected in introductory biology. Those with credit for Biol. 100 are advised to elect Biol. 195. (4). (NS). (BS). Laboratory fee ($32) required.
First term of a two-term introductory sequence (152/154) intended for concentrators in biology, other science programs or preprof studies. Other suitably prepared students wishing detailed coverage of biology are also welcome. The aims of Biology 152/154 are: (1) to provide factual and conceptual knowledge; (2) to afford experience in obtaining and interpreting biological hypotheses; (3) to give an integrated overview of modern biology; and (4) to develop thinking and writing skills. Topics in Biology 152 are divided among four areas: (a) cellular and molecular biology, (b) genetics, (c) evolution, and (d) ecology. Students MUST: (1) attend 3 lectures and two 3-hour lab/discussion sections each week; (2) ATTEND THEIR ASSIGNED LAB/DISC MEETINGS EACH WEEK STARTING WITH THE FIRST WEEK OR THEIR SPACE MAY BE GIVEN TO SOMEONE ON THE WAITING LIST; and (3) RESERVE the times and dates for the midterm and final exams (as specified in the Time Schedule) before enrolling. There are usually two midterm exams and a final exam. Students usually purchase a textbook, lab manual and course pack consisting of a syllabus and lecture notes. No other study guides or supplementary materials need be bought. For further information contact the Biology 152/154 office, 1039 Chem Bldg (764-1430). Cost:3 WL:2, but go to 1039 Chem.
215. Spring Flora of Michigan. High school biology. (3). (NS). (BS).
This is a field-oriented course in which students will learn to sight-identify families of flowering plants common in Michigan during the spring. Common conifers, ferns and primitive vascular plants will also be covered. Extensive use of floristic keys will familiarize students with the use of keys for identification, not only of plants of Michigan but for plants and animals all over the United States. Students will be expected to learn family characteristics, recognition of flower and vegetative organs, basic reproductive biology of flowering plants, and some characteristics of exposure, soil moisture, and topography that help predict the presence or absence of plant species of our area. Each class session will consist of a 1-1.5 hour lecture and a 2.5-3.5 hour field trip to a local natural area. Exams will cover plant form, family recognition, and keying will be held every two weeks during the course. (Burnham)
305. Genetics. Biol. 152 or 195 (or the equivalent). Prior or concurrent enrollment in Biology 310, 311, or Biol. Chem. 415, or Chem. 451. (4). (Excl). (BS).
Open to students concentrating in the natural sciences or intending to apply for graduate or professional study in basic or applied biology. This introduction to genetics includes the following sections: gene transmission in Eukaryotes, linkage and recombination, gene expression, mutation and recombination, DNA and chromosomes, recombinant DNA, gene regulation, developmental genetics, and population genetics. There are six hours of lecture each week and two discussion sections of one and a half hours each, directed by teaching assistants. The discussion sections introduce relevant new material, expand on and review lecture material, and discuss problem assignments. Grading is based on three exams covering lectures, discussions, reading assignments; exams include new problems that test applications of basic concepts and genetic techniques. A practice problem set is available and is covered in discussion sections or the Genetics Study Center. Two demonstrations of living material and genetic tools are given during the term. Cost:2 WL:1 (Jeyabalan)
311(411). Introductory Biochemistry. Biol. 152 or 195 (or the equivalent); and Math. 113 or 115; and organic chemistry and physics. No credit granted to those who have completed or are enrolled in Biol 310 or Biol. Chem. 415. (4). (Excl). (BS).
This course is taught by a self-paced, personalized system of instruction. Students interact, according to their own schedules, with undergraduate TA's. The student takes both a written and an oral quiz for each of 12 units which is graded and evaluated by the TA. If mastery is attained, the student may proceed to the next unit. Grades are assigned according to the number of units successfully completed and performance on the midterm and final examinations. This system is designed to take into consideration different rates of individual learning as well as to eliminate competition among students. TA's are available approximately 75-80 hours/week. Cost:3 WL:1 (Osgood)
325. Principles of Animal Physiology: Lecture. Biol. 152-154 or 195 (or the equivalent) and a year of chemistry. No credit granted to those who have completed or are enrolled in Biol. 420. (3). (Excl). (BS).
This course is an introduction to the physiological view of animals and emphasizes zoological rather than human aspects. The course uses evidence from different groups of organisms to identify the general principles of functional mechanisms. It also considers variations in these mechanisms as related to the requirements of the animals but does not attempt a phylogenetic survey. The course is intended for concentrators and pre-medical students in their sophomore, junior, or senior years. The subject matter includes metabolism and temperature regulation, water and ion balance and excretion, digestion, respiration and circulation, and the nervous and endocrine systems. Cost:2 WL:1 (Quigley)
412. Teaching Biochemistry by the Keller Plan. Biol. 311 and permission of instructor. May not be included in any of the Biological Sciences concentration programs. (3). (Excl). This is a graded course. (EXPERIENTIAL).
Undergraduates who previously have taken an introductory biochemistry course act as TA's for Introductory Biochemistry (Biology 311). TA's meet with the instructor for a two-hour class each week for lectures, presentations, and discussions of teaching and biochemistry. TA's also prepare a report on a recent advance in biochemistry which they present to their peers and the instructor. The major roles of the TA's are to examine the students on their mastery of unit material and to help the students with explanations supplementary to the textbook. At the completion of an instructor-generated written quiz, the student and TA grade the quiz together. TA's learn considerable biochemistry by repeated teachings of unit materials and, in addition, profit from their experience as teachers and evaluators. Cost:1 WL:3 (Osgood)
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